Rathenow, Hanns-Fred; Smoker, Paul (1983). Peace Education in Great Britain: Some Results of a Survey. Workshop Report No. 1. To determine the extent to which peace studies are available and the attitudes of school officials toward peace education in Great Britain, an 8-part survey was administered to 125 Local Education Authorities (LEAs) in England, Scotland, Wales, and Northern Ireland. The extent to which peace studies were implemented and accepted by LEAs is illustrated by a breakdown of scoring on individual questions. Of the 69 respondents, the majority (53.6 percent) supported the idea of peace studies. With regard to the political composition of the councils, however, there were some differences between Labor and Conservative councils and between Councils in "nuclear free" and "non-nuclear-free" zones. More than half of the nuclear-free councils (68.4 percent) and 35 percent of the non-nuclear-free councils supported peace studies. Moreover, 41.1 percent of the conservative councils and 55.6 percent of the labor councils were supportive of peace studies. Despite these…

Joseph, Earl C. (1984). Ask a Futurist. Peace [and] Robots. A futurist addresses two questions concerning world peace and the implications of using robots. In the section on peace (part 1), recommendations for world peace include: (1) implementing peace education as a mandatory part of education; (2) establishing a Department of Peace in each country to create a societal infrastructure for implementing peace; (3) institutionalizing a peace-industrial complex stronger than a military-industrial complex in which peace would become a profitable enterprise, (4) establishing a standard peace index for measuring the \quality of peace,\ (5) studying the meaning of peace in all contexts, (6) building machinery/technology for peace, and (7) conducting research and development for peace. Part 1 concludes that society needs preventive systems which are future-oriented to achieve peace rather than reactive tactical systems. Part 2 focuses on the future of robots, defines artificial intelligence, and makes a distinction between expert systems and robots….

Yanniris, Constantinos (2021). Education for Sustainability, Peace, and Global Citizenship: An Integrative Approach. Education Sciences, v11 Article 430. The complex nature of contemporary challenges requires a culture of cooperation between academic disciplines. However, to what extent do educational systems prepare students to think beyond the boundaries of austerely defined and often entrenched academic fields? UNESCO has successively called for Environmental Education, Education for Sustainable Development, and Education for Global Citizenship to incorporate complex socio-environmental issues into mainstream education. Despite the presence of strong institutional support by governments and international organizations, the introduction of these interdisciplinary approaches into actual educational settings has been slow. With no intention to underestimate the pertinence and agency of strong political will in promoting educational change, we explore the presence of deeper, epistemological issues that may account for the generally slow progress of interdisciplinary pedagogies. To elaborate on this discussion, we focus on pragmatic… [PDF]

Benefield, Pauline; Tomlinson, Kathryn (2005). Education and Conflict: Research and Research Possibilities. National Foundation for Educational Research This project aimed to undertake a scoping study of existent and potential research into the relationship between education and conflict, peace building and post-conflict situations, both nationally and internationally. Within this aim, the project investigates the main research dimensions of this area, identifies gaps in the research literature, summarises key findings that emerge from the literature and suggests future areas of research. Keyword searches of educational databases were conducted in order to identify relevant materials, published between 1997 and 2004. Those items that were considered key texts or those that were easily accessible were read in depth. The project did not aim to review the literature but to identify the key themes and gaps. One author also attended two conferences and used the Internet to search for additional materials and keep in touch with relevant online discussion groups. It is estimated that half of the 104 million children not attending primary… [PDF]

Nordland, Eva (1994). The International Seminar "Cooperation for Our Common Future" (Kiev, Lugansk, Sverdlovsk, Rovenki, Antratsit, Taganrog, Geya, August 27-30, 1994). Peace Education Miniprints No. 66. This report informs about an international seminar, convened by the Lugansk Regional Committee of Educators for Peace. Among the interrelated themes dealt with included: (1) the role of technology in education for a new age; (2) systems thinking; (3) education for peace and new world order; (4) international projects such as "The Peace Ribbon"; (5) support groups for communication training; and (6) education for international understanding. The seminar is part of the Project for Ecological and Cooperative Education (PEACE). About 30 people participated from the Lugansk region, Russia, Canada, the United States, Switzerland, France, and Norway. The tour visited schools and museums as they discussed the ideas of "The Ukrainian Movement Educators for Peace and Mutual Understanding." (EH)… [PDF]

Carr, Paul R. (2022). A Generation of Firepower: How Should We Commemorate 9/11?. SoJo Journal: Educational Foundations and Social Justice Education, v8 n1 p13-24. While there have been myriad and significant changes in technology, geopolitical relations, environmental shifts and political upheaval, we are still plagued with social inequalities, injustice, warfare and xenophobia, all of which frames our context and contextual analysis. September 11 was a global event or moment because it happened in the United States, and this is not inconsequential to how global hegemony and international relations are configured and unpacked. Had 9/11 taken place elsewhere, would we have taken as much notice? Invading Iraq, like invading Vietnam, and like myriad other examples of deleterious and nefarious experiments in militarization, ultimately foments the contrary of peace, solidarity and social justice. This paper explores the two decades after 9/11, emphasizing the centrality of peace and the need for critically engaged and transformative education…. [Direct]

Landrum, Roger L. (1984). The Role of the Peace Corps in Education in Developing Countries: A Sector Study. Appropriate Technologies for Development. Peace Corps Information Collection & Exchange Reprint Series R-49. This report examines the role played by the Peace Corps education sector in developing countries. Section I provides a general overview of the progress over the past 20 years of education assistance. A case study is presented of education programs in Sierra Leone. Section II provides an overview of distribution of education volunteers worldwide and by programming categories in 1980. Section III considers the current condition. It describes conditions of education in developing countries, addresses the development significance of education, and presents sketches of conversations with host country officials, Peace Corps staff, and volunteers. These sketches convey the influence of the Peace Corps today on students and education systems in Sierra Leone, Togo, and Kenya. Section IV identifies policy areas where decisions can be made and offers recommendations as to decisions that should be made to guide the activities of the education sector. Appendixes, amounting to over one-half of… [PDF]

Widmalm, Sten (2020). Democratic Virtues and Educational Institutions in India — Black Swans in Conflict-Ridden Jammu and Kashmir. Journal of Peace Education, v17 n1 p61-82. What goes on within educational institutions can be pivotal for whether and how democracy and political tolerance are nurtured, and peaceful relations between groups encouraged. Several studies oriented to the content of curricula have shown that education in India must be reformed if it is to promote inter-ethnic peace, political tolerance and democracy. The focus of this study, however, is more on the praxis of education — how it is conducted, in what kind of institutional setting it takes place, and what the implications are for inter-ethnic peace. This unique case study of Jammu and Kashmir in India provides unexpected insights into how democratic norms can be promoted in disadvantageous contexts, where open violent conflict prevails and politically intolerant attitudes might normally be expected to result. The findings of this study have important implications for educational reform. First, the authoritarian approach to teaching currently employed in India's system of primary… [Direct]

Gross, Richard E. (1974). Social Studies Essentials in an Era of Doubt. An analysis of factors contributing to socio-civic deterioration suggests a framework for emphasis in social studies instruction that teachers may use to take a positive step toward the improvement and maintenance of civilized society. These factors include social rigidity rather than change; overreach and overexpansion leading to exhaustion of people and resources; national security as an excuse for self-interest and greed; personal alienation and loss of common loyalties; and erosion of moral values. A liberating education addressing these factors and centering in social studies, but characterizing an entire school, should include: (1) training in learning how to learn; (2) content devoted to human and self-understanding; (3) involvement of students in cultural and social goals; (4) population education; (5) environmental education; (6) peace education; (7) familiarity and involvement in political and social action; (8) an interdisciplinary approach; (9) future studies; and (10) a… [PDF]

Alexander, Susan, Ed. (1984). Bibliography of Nuclear Education Resources. Provided in this bibliography is a listing of nuclear education books and resource materials. Entries (most of which are annotated) are presented under these headings: action; arms control and negotiations; arms race; the arts; atomic energy; atomic testing; bibliographies; civil defense; conference proceedings; conflict solving; conversion; curricula; defense spending; defense; disarmament; economic aspects; education; effects of nuclear explosions; ethics (moral/philosophical) aspects; foreign policy; the freeze; global education; Hiroshima and Nagasaki; journals (including those with articles or theme issues on nuclear topics); miscellaneous; national security; negotiations; newsletters; nonviolence; nuclear accidents; nuclear weapons; peace education; proliferation; psycho-social effects of the nuclear threat (on adults and on children); radiation; religious aspects; science and responsibility; simulations; socio-economic aspects; the Soviets; space weapons; survival; and war….

Aniello Alberti (2024). The Concept of Leadership during Climatological Crisis: A Comparative Case Study of Puerto Rico Higher Education. ProQuest LLC, Ed.D. Dissertation, Walden University. During times of climatological crisis, leadership is a crucial component of postsecondary education administrators' arsenal, specifically regarding their ability to execute strategies in action plans aimed at restoring the normal operations of institutions. This comparative case study aimed to examine how strategies in crisis leadership plans were implemented in Puerto Rico's higher education system, focusing on the experiences of key administrators in two higher education units who managed the response to the impacts of the 2017 Hurricane Maria. The conceptual framework for this investigation was grounded in Blanchard and Hersey's situational leadership theory and Bass's transformational theory. In-depth interviews were conducted with 12 higher education administrators from two academic units who led strategies to restore the everyday operations of their institutions in the aftermath of Hurricane Maria. Data analysis was implemented through the grouping and categorization of codes… [Direct]

(1976). George Washington Peace Academy Act, 1976: Hearing before the Subcommittee on Education of the Committee on Labor and Public Welfare, United States Senate, Ninety-Fourth Congress, Second Session on S. 1976. Hearings on the bill to establish the Peace Academy are presented. The bill proposes to create an educational institution in the United States to further the understanding of peace among nations. Major objectives of this institution are to consider the dimensions of peaceful resolution of differences among nations, to train students in the process of peaceful resolution of differences, and to inform governmental leaders of peaceful methods of conflict resolution. Statements of senators, experts in international affairs, religious spokesmen, American and foreign educators, professional arbitrators, and peace organization members in favor of the bill are presented. Included in the testimony are descriptions of curriculum design, specific objectives of the academy, structures and policy, and types of careers that graduates might expect. Also presented are treatments of educational priorities, worldwide responsibilities, the need for a U.S. Peace Office, past resistance to the… [PDF]

Newman, Michael (1994). Defining the Enemy: Adult Education in Social Action. This book examines the powerful and motivating kinds of learning that take place when one is in the presence of enemies, such as oppressive employers, bigots, racists, or polluters. It is intended for people interested in education for social action, community development, and political change. The book looks at this kind of learning in aboriginal adult education, trade union training, feminist adult education, peace education, and environmental education. It critically reviews some currently fashionable adult education theories, concluding that a number are simply too nice, too unfocused, too inward looking, or too mechanical to help people who are engaged in social action. It canvasses the ideas of a number of adult educators who have confronted and helped their learners confront exploitation, imposition, and injustice. It proposes some processes that adult educators might use to help people learn how to identify, define, and then deal with their enemies. The argument is developed… [Direct]

(1983). Educating for Peace: A Resource Guide for Teachers and Community Workers. This resource guide provides educators and community workers with a listing of written materials, audio-visual materials, and Ottawa-Carleton (Canada) area speakers dealing with peace education. The first of three parts lists 27 books, kits, and curriculum materials. For each listing, appropriate grade level, annotation, ordering address, and price are indicated. Some materials are available in French and some are available on loan from the \Educating for Peace\ organization. In the next part, over 60 audio-visual materials are presented in chart format. Film title, topical descriptors, length and type of film, date, country of origin, annotation, and ordering information are provided for each. Audio-visual materials deal with medical/psychological consequences, nuclear war scenarios, arms control and development, the arms race, environmental impact, government and industry, military production and policy, arms control initiatives, peace studies, activists and organizations,…

Coyne, A. Heather; Shapiro, Adina; Zasloff, Barbara (2009). An Education Track for the Israeli-Palestinian Peace Process. USIPeace Briefing. United States Institute of Peace Educational issues have largely been excluded from previous efforts to resolve the Israeli- Palestinian conflict. This report examines how the parties and international mediators can create an education track for the peace process that would create opportunities for more effective mediation, and increase the chances for success of the process overall. This report was prepared by the United States Institute of Peace (USIP) based on input of educators and peace activists associated with various local and international educational non-governmental organizations (NGOs). They represent decades of accumulated hands-on experience working with Palestinian and Israeli youth and educators, their respective Ministries of Education, and their wider communities. This brief provides the justification for why an education track should be included in the negotiations phase and in the text of an agreement itself. This brief also puts forward practical recommendations of how third party mediators can… [Direct]

Cheng, Sheng Yao; Jacob, W. James; Kim, Hyo-Jung; Mukudi, Edith; Portnoi, Laura; Yoo, Sung Sang (2002). What Role Should Education Play in the Aftermath of September 11, 2001: Perspectives from Kenya, South Korea, Taiwan, and the United States. The terrible disaster on September 11, 2001 is a poignant event people from all over the globe will discuss for years to come. The impact of the terrorist attacks on the World Trade Center (New York) and the Pentagon (Washington, DC) not only hindered an ailing U.S. economy, but also rocked the global market system. In 2002, there surfaced more terrorist activities throughout the world, thus amplifying the mission education should play on an international scale. Within this global context, this paper reflects on what role education can play in the aftermath of September 11th, through the analyses of key issues, including terrorism, peace education, moral education, curriculum, religion, media literacy, and cultural imperialism. The paper probes this topic from different country perspectives: Kenya reflects on a foreshadowing experience to September 11th when the United States embassy was bombed in Nairobi in 1998; South Korea considers its crucial yet delicate relationship with… [PDF]

Carey, Loretta; And Others (1989). Dimensions of Justice and Peace in Religious Education. In addressing the process of religious education, the constraints of time, space, and materials often force choices on religious educators. The purpose of this booklet is to propose the dimension of justice and peace education to what already exists in most religious education programs. It is suggested that educators change their perspective from a personal/interpersonal level to a structural level in an attempt to analyze the political, economic, social, and cultural structures of human activity and to see that change can be effected in those structures that deny or inhibit human life. Empowering the poor to make decisions and to act for change has been added to the requirement of the Judeo-Christian religious tradition of service to the poor. Conflict resolution skills should be introduced as a practical alternative to violent response to help convince students that alternatives to violence are available and workable both on the interpersonal and political levels. Because culture…

Matsolo Mokhampanyane (2024). Teachers' Capabilities in Implementing Inclusive Education: A South African Perspective. Research in Social Sciences and Technology, v9 n3 p11-25. In this empirical paper, we discuss teachers' capabilities in implementing inclusive education. The background to this paper is that teachers have challenges in implementing inclusive education in South African primary schools. The study is underpinned by critical emancipatory research (CER), which advocates for peace, hope, equality, freedom, and social justice. A transformative paradigm under a qualitative approach and participatory action research design was adopted to analyze the experiences of the stakeholders of the research school. This is a qualitative paper where interviews were used to collect data from 7 participants. The study found that teachers in primary schools are not well prepared to implement inclusive education. Considering the findings, the study argues that there is a need to ensure that teachers are well-prepared and supported for inclusive education through in-service training…. [PDF]

Robins, Alex (2020). Peacetech Technology Education in Post-Conflict Youth Peacebuilding Programs. Education Research and Perspectives, v47 p1-24. With global conflict currently riding at its highest levels in the past 30 years, the international community has recognised the importance of engaging young women and men in shaping lasting peace. In 2015 the United Nations Security Council passed a ground-breaking resolution, Youth, Peace and Security: Resolution 2250 (United Nations Security Resolution 2250, 2015). This urged member states to increase inclusive representation of young people in institutions to establish mechanisms for the prevention and resolution of conflict, and to counter violent extremism. Youth were finally recognised as 'the missing peace' in the role of global peace processes. The United Nations acknowledged the potential for good of these 1.8 billion young people who, on a daily basis, seek creative ways to prevent violence and consolidate peace across the globe in devastated and conflict-affected societies. Technology-based peacebuilding practices, collectively known as Peacetech, were enshrined as a… [PDF]

Hove, Mediel; Ndawana, Enock (2019). Education Provision in the Midst of a Crisis: The Zimbabwean Experience after 1999. Journal of Peace Education, v16 n2 p215-246. This article discusses the provision of education in Zimbabwe between 2000 and 2008 which occurred in the midst of a crisis. It is based on the case study of Harare and data collected from primary and secondary sources. It argues that the government's capacity to ensure the provision of education was crippled by the economic meltdown generated by the economic structural adjustment programme and political violence among other challenges that emerged since the late 1990s. Further, the fact that apart from being severely affected by the conflict, education in Zimbabwe was part of the crisis has essentially been ignored. This had severe consequences for the country's peace, socio-economic and political development. The article affirms that education is a dependable vehicle for the promotion of peace and development provided that its curriculum reacts satisfactorily to the country's technical needs and is accessible to all in a milieu that generates employment opportunities. It asserts… [Direct]

Lacey, Candace; LeBlanc, Patrice (2002). Peace Works: A Program Evaluation Model. Online Submission, Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, Apr 3, 2002). The purpose of this paper is to describe the model used to evaluate the two-year Allegany Grant between the Peace Education Foundation and the Miami-Dade County Public Schools that focused on reducing school violence through implementing the "Peace Works" program. A mixed method design using simultaneous methodologies was employed. For the quantitative methods, an experimental design was used, with the school as the basis of randomization. The qualitative methods used interviews, focus groups, and observation. Data were collected on the macro- and micro-level using the theoretical framework of context, process, and outcomes. The results of the study are presented in terms of the strengths of the model and the limitations, based on examples from results of two years of evaluations. The model's strengths were the mixed methodology model, the theoretical framework, macro-level and micro-level approach, and the School Social Behavior Scales. Limitations included referral rate… [PDF]

Ahmad, Iftikhar (2003). Education for Democratic Citizenship and Peace. Embedded in political scientists' research findings are three propositions for educators: (1) democracy needs democrats; (2) democrats are created through citizenship education programs emphasizing conflict resolution skills, respect for human rights, good neighborliness and respect for pluralism; and (3) there appears to be a correlation between the teaching of democratic values and peaceful co-existence of citizens of democratic societies. This paper examines the significance of the three propositions. The paper suggests that in some form, citizenship education has always been an essential component of the U.S. public school curricula inculcating patriotism, nationalism, and U.S. exceptionalism. In the meantime, however, a systematic effort toward preparing a peace-loving citizenry has been lacking in curricula, often viewed as extraneous to the public school mission. It contends that, considering the post-Cold War turbulence and growing U.S. involvement in global geopolitics,… [PDF]

Moradi Sheykhjan, Tohid (2015). Quality Education for Social Development and Human Well-Being. Online Submission, Paper presented at the Vision 2030: Contributions of Educational Researches on National Development National Seminar (Pala, Kerala, India, Aug 6-7, 2015). Education as a phenomenon is rather complex which makes it difficult to define its quality. Definitions of quality must be open to change and evolution based on information, changing contexts, and new understandings of the nature of education's challenges. The main objective of the paper is to find out the significance of quality education for social development and human well-being. Access to education is critical. But it is not enough. Millions of children go through school and come out without basic literacy and numeracy. Many students around the world are banking their futures on poorly trained. The goal of social development in the context of modern welfare is to produce social well-being and educational quality has become the central pivot for many education systems in developing countries. Quality education plays an important role in human development. Human development encompasses development in several dimensions of human well being. Social development is one of the… [PDF]

Reardon, Betty (1974). Education for Peace and Social Justice. Geographical Perspectives, 34, 19-22, F 74. Education for peace and justice must be prescriptive, future-oriented, and cross-disciplinary, enabling students not only to understand systems but to invent them. (Author/JH)…

Diez de Velasco, Francisco (2007). Religion, Identity and Education for Peace: Beyond the Dichotomies–Confessional/Non-Confessional and Global/Local. British Journal of Religious Education, v29 n1 p77-87 Jan. Both education and religion are connected with the sense of identity. In the present global world, educators have a real challenge to be able to manage identity and diversity, the local and the global, especially in the \cultural\ subjects, fields where to learn to think is also to learn to construct an opinion (especially in order to define \otherness\, to learn to live within differences). Religious education could be, from a methodological point of view, a laboratory for an education for peace. However, we need to think beyond the dichotomy of confessional/non-confessional. A four-fold model of religious education is proposed: theocratic, national religion, secular and multi-religious. The first three are problematic for education in diversity and peace; the multi-religious option provides the best opportunity, but only if religious education is defined in a non religiocentric way, able to combine the sensibilities and points of view of different particular cultural identities,… [Direct]

Montessori, Renilde (1995). Commitment to Peace. NAMTA Journal, v20 n3 p59-66 Sum. This reprint from a 1985 issue of "The NAMTA Journal" discusses the ideas of Maria Montessori and Erich Fromm in relation to world peace and the role of education in promoting peace. Also examines the nature of conflict, war, and peace, and the need to commit oneself to peace. (MDM)…

Ay, Tugba Selanik; G√∂kdemir, Abdullah (2020). Perception of Peace among Pre-Service Teachers. International Journal of Evaluation and Research in Education, v9 n2 p427-438 Jun. This research was carried out to determine pre-service teachers' perceptions of "peace". This was a qualitative research based on case studies scenarios and document analysis. The sample of the study consists of 180 teacher-candidates studies in the social sciences and primary education at a state university in the Aegean Region of Turkey. These Preservice teachers were given scenarios and asked to retain the five scenarios given to them. In this context, in the study, of the document types personal documents and peace-related sample case scenarios retained by teacher candidates themselves were used. The scenarios gathered are examined as a document and subjected to content analysis, and the data obtained are presented in tables and supported with direct quotations. As a result of the findings obtained from sample case study scenarios, themes of peace were obtained in the context of the teaching profession, in daily life, in the national and universal context. In the… [PDF]

McPherson, Beth; Meier, Paulette (1983). Nuclear Dangers: A Resource Guide for Secondary School Teachers. Teaching Nuclear Issues. Provided in this guide are annotated lists of teacher and student resources for teaching and learning about nuclear issues in the secondary school. Resources are grouped into five major sections. The first section (background reading for teachers) contains books and articles focusing on nuclear issues (nuclear war; arms race/disarmament; nuclear weapons and policy making; nuclear weapons/power link; nuclear power; health and environmental impacts; and safe energy alternatives) and approaches to teaching about nuclear issues (addressing developmental/psychological considerations about peace education; values education; and recognizing propaganda). The second section lists classroom materials on nuclear issues: (1) curriculum guides, teaching units, plays, and teacher resources on war and peace and (2) student/teacher materials on safe energy v nuclear power, including teaching units, curriculum guides, simulation exercises, texts, plays, solar energy projects and catalogs. Fiction…

(1981). To Establish the United States Academy of Peace. Report of the Commission on Proposals for the National Academy of Peace and Conflict Resolution to the President of the United States and the Senate and House of Representatives of the United States Congress. The final report of the Commission on Proposals for the National Academy of Peace and Conflict Resolution is presented. The Commission recommends that the federal government establish the United States Academy of Peace. After discussing the timeliness of U.S. leadership in international peace education and research through the proposed federal peace institution, the Commission's legislative mandate and process are outlined. The need for the academy is considered with attention to peace and conflict concepts, the dangers from violent escalation of international conflicts, the nation's heritage of peace and violence, and the importance of a range of peacemaking options. The nation's international peace activities are considered within the context of the three basic societal sectors–government, private enterprise, and voluntary associations. The processes of negotiation, mediation, and conciliation are also addressed. In addition to defining the field of peace learning, the work of…

Jogezai, Nazir Ahmed; Khilji, Gulab (2023). A Window to Peace and Tolerance or Otherwise: A Multi-Perspective Approach to Curriculum Analysis. Journal for Multicultural Education, v17 n2 p184-195. Purpose: The purpose of this study is to analyze the views of educators regarding the constructs of the history curriculum to determine whether history education is usually used for polarization and negative identity enactment or for positive purposes such as tolerance, peace and social justice. Design/methodology/approach: This study used a qualitative approach, using focus group discussions as a means of data collection. The data were coded deductively based on the preconceived constructs of the Korostelina (2013) model. Findings: This study found that history education in Pakistan is generally used for national identity formation, which forces manipulation of historical facts and accounts. This study identifies apprehensions that upon knowing the true historical accounts in the later stages of life, students may react adversely to the formed narratives, which may cause further polarization. Research limitations/implications: This study has significant implications for future… [Direct]